七年级上册 Unit 6 Do you like bananas Section A 1a-2d 教案（表格式）

Go For It 7B Unit 6 Section A 1a-2d
Analysis of teaching material What: This section has three texts, and it mainly talks about “what are people doing”. The three texts are all daily dialogues of students. The first text is a conversation between Jenny and Bob, and it’s about asking “what are you doing ”. Text two discusses what is being done and expresses feelings. Text three talks about talking on the phone between Jenny and Laura. Why: Guide students to master the use of the present continuous tense through the daily dialogue, and discovering what is happening in life, developing positive thinking. Cultivating their willingness to participate in various activities. How: These dialogues are typical of students’ daily life dialogues, involving the introduction of students’ daily life vocabulary, such as newspaper, soup, use etc.;dialogues also include key sentence pattern “What are you doing I’m watching TV.” The dialogue is simple, and the language is short and cheerful, has a good practical significance.
Teaching objectives By the end of the section, students will be able to: 1. describe what people are doing by using present continuous tense in listening and speaking activities.（learning and understanding） 2. use the dialogue to role-play and chant together by using present continuous tense.(applying and practicing) 3.make brief comments about what people are doing in groups and develop a dialogue in real life situations.(transferring and creating)
Teaching focus Vocabulary and phrases: use, read a newspaper, make soup and their present participle and so on. Use the present continuous tense to ask about or describe an action in progress.
Anticipated difficulties Students may feel it difficult to master structure and pronunciation of present participle in present continuous tense.
1. describe what people are doing by using present continuous tense in listening and speaking activities. Teaching procedure 1. Enjoy a song about present continuous tense and perceive new language pattern “What are you doing I’m eating.” 2. Show some pictures and students guess what he/she/they doing by using the sentence tructure “He /she/they is/are doing...” 3. Pair work: Show some pictures on the screen and let students work in pair to describe what people are doing accordingly. E.g. -What is he doing？ -He is ________. 4. Listening 1)match the activities with the pictures in the book. 2)listen and answer questions. ①What’s Jenny doing ②What’s John doing ③What are Dave and Mary doing 5. listen and fill in the blanks Jack: Hello, Steve. Steve: Hi, Jack. Jack: What _____ you ______, Steve Steve: I’m ___________. What about you Jack: I’m _______________, but it’s kind of _______. Steve: Yeah, my TV show is also not very __________. Do you want to _____ the movies Jack: That sounds good. Introductions 1.The teacher observes whether students can participate in the interaction and let students perceive the use of the present continuous tense so as to lay a foundation for application. 2.The teacher knows whether the students have mastered the key sentence according to their pair work. 3.The teacher observes students’ matching and filling activities, find out their problems, and give appropriate guidance.
2. use the dialogue to role-play and chant together by using present continuous tense. 1. Role-play Using kernel language to role-play the conversation. A: Hello This is Jenny. B: Hi, Jenny. It’s Laura here. A: Oh, hi, Laura. What are you doing B: Not much. I’m just washing my clothes. What about you A: I’m watching TV. Do you want to join me for dinner My parents aren’t at home. We can eat out. B: Yeah, I’d love to. A: Let’s meet at my home e at half past six. B: OK. See you then. 2. Chant and imitate Show an example to the students: watch/watching/ watching TV/She is watching TV. Teacher observe whether students are able to use key sentence through role-play and chant, and help them promote the internalization of language. Teachers give necessary guidance and feedback based on students’ performance.
3.make brief comments about what people are doing in groups and develop a dialogue in real life situations. 1. Group work Create a situation:Miss Wang are going to do telephone home visiting. Students work in groups of four and act out conservations about what they are doing. 2. Summary Discuss and summarize how to change the verbs into present participle. Teachers observe students using the language creatively and communicate with each other in the context of transfer.
Homework Write a short essay describing a picture of what people are doing.
Blackboard design Unit 6 Section A I’m watching TV What are you doing I’m washing the dishes. wash-washing What is he/she doing He/She is making soup. make-making What are they doing They are using the computer. use-using ...
Reflection 1.This section of listening and speaking class is based on the activity view of English learning to improve students’ comprehensive language application ability, and let students master the use of the present continuous tense in a pleasant atmosphere. 2.In the practice part, chant and role-play can stimulate students’ interest, and the topic of group work is related to students’ real life, which is conducive to the application of students’ communication in life, so this class completes the three-dimensional objective. 3.This lesson pays more attention to the subject of class ——students. Students have various learning forms in class, such as listening, reading and group cooperation, so that students can keep the enthusiasm of learning. 4.However, teacher should pay attention to students’ classroom status and remind them in time during teaching. 5.At the same time, teacher should pay attention to the communication with students and realize interactive teaching.